Objectives of general skills

• Analyse a situation (individually or collectively) in reference to theories and methodological approaches within psychology.
• Master and appropriately mobilise knowledge and methodological approaches to understand and explain the normal/atypical/pathological functioning of individuals, groups or organisations.
• Analyse and model a situation (individually or collectively) by critically selecting theories and methodological approaches.
• Justifiably choose an intervention and implement and evaluate it.
• Master knowledge on interventions to improve a given situation (individually or collectively), as well as implement them.
• Critically analyse the extent and limitations of different types of intervention.
• Develop a plan of intervention or management in a rigorous and justified manner, taking into account all relevant factors (including underlying issues and associated risks).
• Implement intervention with reference to theoretical models of intervention, taking into account the constraints and resources in the situation encountered.
• Appropriately apply different types of intervention.
• Evaluate the intervention.
• Alter the intervention.
• Communicate and exchange information in a structured and adapted way to the intended purpose and relevant public.
• Present and structure data in a clear, precise, neutral, and non-oriented way.
• Present the results of a diagnostic evaluation (orally and in writing) and inform various representatives.
• Write a report arguing over an intervention (including evaluation).
• Appropriately use presentation materials.
• Work effectively with different actors as part of a team or a network of professionals.
• Contribute to the coordination and animation of a multi-professional and multi-disciplinary team.
• Implement the most effective ways of collaboration in a given situation.
• Share knowledge and data to carry out a common project.
• Listen to team members and partners. Encourage expressing a shared opinion. Accept and discuss a different point of view than theirs.
• Identify professional networks, interact and collaborate with them, and research external expertise if necessary.
• Act ethically and professionally.
• Refer to ethical principles to define the framework of their professional practice.
• Act in compliance with specific legislative frameworks and the code of conduct of Belgian psychologists.
• Adopt professional attitudes (think critically, avoid prejudices, respect professional confidentiality, etc.).
• If necessary, appeal to peers or other professionals of other disciplines or expertise.
• Assess and pursue professional and personal development.
• Monitor knowledge and methodological approaches in order to evolve their thinking and practice.
• Learn from practice (based particularly on assessment). Question themselves.
• Analyse their personal functioning and adapt their professional attitudes. Effectively manage their emotions.
• Continue to train and improve their skills.
• Master scientific research methods in psychology.
• Construct a reference framework, formulate questions or hypotheses from the analysis of scientific literature.

UE's Learning outcomes

Assess and intervene appropriately throughout life with persons with disabilities and with their family in the familial or institutional context.

UE Content

After recalling the history of the care of persons with disabilities in Belgium, we will introduce some evaluation tools (person-centered, family, services). We then discuss the announcement of the diagnosis of handicap to parents and siblings, and the difficulties of professionals faced to the announcement. The mourning process of the ideal child and the supporting of the parents in mourning will be discussed. Clinical vignettes will illustrate the point. We will then present the various existing support services in Belgium throughout the life of the person with disabilities. We will also present the possible interventions to support siblings of a child with disabilities. Finally, we discuss the interventions in the institutional context, and especially the educational support, accompaniment to the emotional and sexual life, the managing of behavior challenges and the managing of the institutional framework.

Prior experience

Not applicable

Term 1 for Integrated Assessment - type

• Presentation and works
• Oral examination

Term 2 for Integrated Assessment - type

• Oral Examination

Term 3 for Integrated Assessment - type

• Oral examination

Resit Assessment for IT - Term 1 (B1BA1) - type

• Oral examination